Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
Unit II - The Constitution and Values of Democracy
Technology Links
Students will use the Internet to gather information regarding the Iraqi constitution.
Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
Unit III - The Executive Branch
Technology Links
Students will use the Internet to gather information regarding the viewpoints of political parties, campaign tactics, Japanese internment, executive orders, the Maryland executive branch, and teen drunk driving.
Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
Also, to help students with unit vocabulary, introduce them to http://quizlet.com/
Have students use "geopolster" (http://geopollster.com/) in assistance with polictal parties and the election process.
Unit IV - The Legislative Branch
Technology Links
Students will use the Internet to gather information regarding filibustering, Congressional committees, interest groups, state government, and local government.
Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
As students investigate the different Interest Groups have students complete a class presentation, either individually, or in pairs. Have students use "Prezi" as their presentation forum (http://prezi.com/)
Unit V - The Judicial Branch
Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
Use "Street Law" (http://www.streetlaw.org/en/home) to have students further investigate the landmark Supreme Court Cases from Indicator B.
Unit VI - Public Issues
Technology Links
Students will use the Internet to gather information regarding successes of civil rights actions, Native American legislation, immigration reform, the business cycle, the federal budget, monetary policy, federal regulatory agencies, demographic projections, government assistance programs, international organizations, and foreign policy. Students will use the Internet to construct a state budget.
Incorporation of Edmodo as a "social-networking" site for the class to comment, share and post information (http://www.edmodo.com/)
Real time surveys to be used appropriately at teacher's discretion (http://www.polleverywhere.com/). This site can be used to allow teachers and students to see instantaneous results of teacher surveys
Use "Wordle" with students as a reinforcement of important vocabulary from the unit (http://www.wordle.net/)
As a way to further investigation and discussion of Public Policy issues (like health care) set up a forum for class discussion for students to use outside of the classroom (http://tal.ki/)
21st Century Skills and Web 2.0 Recommendations:
Unit II - The Constitution and Values of Democracy
Unit III - The Executive Branch
Anheuser-Busch Companies, www.alcoholstats.com/page.aspx?id=136
Annotated Code of Maryland, http://www.dsd.state.md.us/comar/idq_files/search.idq
Arlington, Virginia Police Department, http://www.co.arlington.va.us/Departments/Police/citizens/reference/PoliceCitizensReferenceCrime_preventionTeenDrunkDriving.aspx
CSPAN, http://www.americanpresidents.org/gallery/
Democratic National Committee, www.democrats.org and www.democrats.org/agenda
EASE HISTORY, Michigan StateUniversity at http://www.easehistory.org/index2.html
Federal Trade Commission www.ftc.gov/opa/2008/06/dontserve.shtm
Focus Adolescent Services, www.focusas.com/alcohol.html
Governors Highway Safety Administration, www.ghsa.org/html/issues/index.html
KeRo Corporation, www.alcoholalert.com/drunk-driving-statistics-maryland.html
Maryland Digest of Criminal Law, www.mdle.net/digest/digest2007.pdf
Maryland State Government, www.maryland.gov/portal/server.pt
National Archives, www.archives.gov/federal-register/executive-orders/disposition.html
National Highway Traffic Safety Administration, http://nhtsa.gov/portal/site/nhtsa/template.MAXIMIZE/menuitem.cd18639c9dadbabbbf30811060008a0c/?javax.portlet.tpst=4427b997caacf504a8bdba101891ef9a_ws_MX&javax.portlet.prp_4427b997caacf504a8bdba101891ef9a_viewID=detail_view&itemID=7f146a7445258110VgnVCM1000002fd17898RCRD&viewType=standard
National Park Service, http://www.nps.gov/manz/photosmultimedia/index.htm
Republican National Committee, www.gop.com and www.gop.com/Groups/?Type=Issues
SADD http://www.sadd.org/
U. S. Department of Justice, Office of Victims of Crime, www.ojp.usdoj.gov/ovc/welcome.html
Unit IV - The Legislative Branch
American Association of Retired People (AARP), www.aarp.org
American Civil Liberties Union (ACLU), www.aclu.org
American Council on Science and Health (ACSH), www.acsh.org
Amnesty International USA (AIU), www.amnestyusa.org
Baltimore County, Maryland, http://www.baltimorecountymd.gov/
Brady Campaign to Prevent Gun Violence, www.bradycampaign.org
Clean Water Action, www.cleanwateraction.org
The Daily Record, http://findarticles.com/p/articles/mi_qn4183/is_20041210/ai_n10064693
Drug Policy Alliance (DPA), www.drugpolicy.org
George Mason University, History News Network, http://hnn.us/articles/11754.html.
GREENPEACE International, www.greenpeace.org
Humane Society of the United States, www.hsus.org
Mothers Against Drinking and Driving, www.madd.org
NationalCenterfor Fair and Open Testing, www.fairtest.org
National Education Association (NEA), www.nea.org
National Public Radio, www.npr.org/templates/story/story.php?storyId=4575047
National Rifle Association (NRA), www.nra.org
National Wildlife Federation (NWF), www.nwf.org
New York Times, http://usgovinfo.about.com/library/weekly/aa112798.htm
Parents Television Council (PTC), www.parentstv.org
People for the Ethical Treatment of Animals (PETA), www.peta.org
Rainforest Action Network (RAN), www.ran.org
Rock the Vote, www.rockthevote.com
Sierra Club, www.sierraclub.org
State of Maryland, www.maryland.gov/
United States Census Bureau, http://www.census.gov/main/www/cen2000.html
United States Senate, www.senate.gov/artandhistory/history/common/briefing/Filibuster_Cloture.htm
Washington Post, www.washingtonpost.com/wp-dyn/articles/A57780-2005Apr15.html
Washington Times, www.washingtontimes.com/news/2007/jun/08/20070608-124017-6446r/
Unit V - The Judicial Branch
Unit VI - Public Issues
Students will use the Internet to construct a state budget.
Expect More, www.whitehouse.gov/omb/expectmore/detail/10006243.2006.html
Environmental Protection Agency, www.epa.gov
Federal Aviation Administration, www.faa.gov
Federal Communications Commission, www.fcc.gov
Federal Reserve Board, www.federalreserveeducation.org/fed101/policy/money.htm
Federal Reserve Bank of Minneapolis, http://minneapolisfed.org/Research/data/us/calc/index.cfm#calc
Federal Trade Commission, www.ftc.gov
Food and Drug Administration, www.fda.gov
Food Research and Action Center, http://www.frac.org/html/federal_food_programs/programs/fsp.html
International Committee of the Red Cross, www.icrc.org/
International Monetary Fund, www.imf.org/
Library of Congress, http://thomas.loc.gov/cgi-bin/bdquery/R?d109:FLD005:@3(Senate+Indian+Affairs)
Mapquest, www.mapquest.com/maps
Maryland State Law Library, http://www.peoples-law.org/income/gov-ben/unempl-ins-benefits.htm
Maryland State Law Library, http://www.peoples-law.org/income/gov-ben/family_investment_program.htm
North Atlantic Treaty Organization, www.nato.int/
Office of the U. S. Trade Representative, www.ustr.gov/Trade_Agreements/Section_Index.html
Research Module, “Big Surplus, Big Plans for Maryland,” www.bcps.org/offices/lis/models/MDgov2/index.html.
SIRS Comprehensive Search Portal
http://sks.sirs.com/cgi-bin/hst-portal-display?id=SMD82007-0-6918
SIRS Government Reporter Database
United Nations News Centre, www.un.org/News
United States Census Bureau, http://www.census.gov.
United States Department of Agriculture, http://www.fns.usda.gov/wic/
United States Department of State, http://www.state.gov/issuesandpress/
United States Government Printing Office, http://www.gpoaccess.gov/usbudget/fy01/guide02.html
United States Mission to the United Nations, www.usunnewyork.usmission.gov.
The White House, http://www.whitehouse.gov/infocus/earlychildhood/hspolicybook/summary.html
World Bank: World Bank, www.worldbank.org/
World Trade Organization, http://www.wto.org/index.htm